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PARRIS N. GLENDENING, Governor
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Ch. 664
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(5) Prior to the payment of any funds under the provisions of this Act for the
purposes set forth in Section 1(3) above, the grantee shall provide and expend a
matching fund. No part of the grantee's matching fund may be provided, either
directly or indirectly, from funds of the State, whether appropriated, or
unappropriated. No part of the fund may consist of in kind contributions. The
matching fund may consist of real property or funds expended prior to the effective
date of this Act. In case of any dispute as to the amount of the matching fund or what
money or assets may qualify as matching funds, the Board of Public Works shall
determine the matter and the Board's decision is final. The grantee has until June 1,
2002, to present evidence satisfactory to the Board of Public Works that a matching
fund will be provided. If satisfactory evidence is presented, the Board shall certify this
fact and the amount of the matching fund to the State Treasurer, and the proceeds of
the loan equal to the amount of the matching fund shall be expended for the purposes
provided in this Act. Any amount of the loan in excess of the amount of the matching
fund certified by the Board of Public Works shall be canceled and be of no further
effect.
SECTION 2. AND BE IT FURTHER ENACTED, That this Act shall take effect
June 1, 2000.
Approved May 18, 2000.
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CHAPTER 664
(House Bill 1091)
AN ACT concerning
Task Force to Study College Readiness for Disadvantaged and Capable
Students College Readiness Program and College Readiness Financial Aid
Program
FOR the purpose of creating the a Task Force to Study College Readiness Program
and College Readiness for Disadvantaged and Capable Students; Financial Aid
Program for disadvantaged and capable public high school students in the State;
requiring each high school student to complete certain core college preparation
courses after a certain date; requiring the State Department of Education and
the K-16 Partnership to develop a program of those courses; requiring the
Department and the Maryland Higher Education Commission to develop
common placement tests and cutoff scores; requiring the K-16 Partnership and
the Department to implement regional K-16 partnerships to improve the access
of disadvantaged and capable students to higher education and develop and
fund certain programs; requiring the Department, the K-16 Partnership, and
the Commission to investigate and report on the impact of commonly used
placement tests; requiring the Commission, the Department, and the governing
boards of institutions of higher education to select placement tests that reflect
Maryland public high school standards; requiring the Department to implement
and fund programs to allow high school students to take placement tests early in
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